Acceso usuarios
María Esteban García, Rebeca Cerezo Menéndez, Ana Belén Bernardo Gutiérrez, Lucía Rodríguez Málaga, José Carlos Núñez Pérez
Diversos estudios subrayan el potencial que los entornos hipermedia tienen para el aprendizaje, sin embargo, las intervenciones demuestran desiguales resultados en función del tipo de aprendiz, contexto y características del entorno del entorno de aprendizaje. En el presente trabajo se sintetizan los resultados de una revisión sistemática de los artículos científicos sobre entornos hipermedia indexados en la Web of Science, cuyas conclusiones dan cuenta de las dificultades encontradas en este campo de estudio, así como permiten proponer medidas para su subsanación.
Several studies point out the potential of hypermedia environments to promote metacognition and learning; however, research results show uneven results across interventions, mainly based on the characteristics of the learner, his/her context, and the features of the learning environment. This paper synthesizes the results of a systematic review of the scientific articles about hypermedia environments indexed in the Web of Science. Results highlight the wide use of this resources in different educational contexts (from primary school to higher eduation), addressing a wide range of domains (sciences, humanities, engineering, etc.) which apply different research and intervention designs, instruments (logs, questionnaires, taking of physiological measures, etc.) and scaffolding (protocols think aloud, ask systems), etc. The conclusions drawn from this review allow us to identify the factors that favor the successful implementation of hypermedia tools, as well as the threats that may jeopardize the student's progress in such contexts.
